Essay On Autobiography Of Secondary School

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.4 Autobiography I attended a large Catholic Girls Secondary school in Enfield North London. At the time of selecting schools, this was never my first preference but more lead by parental influence and following the routine of my two older siblings. Nonetheless, I was hugely excited and eager to start secondary schooling to finally join my too ‘super cool’ elder sisters at school. For many years I spent most of my younger childhood listening into their conversations about their fun experiences they shared with their friends at school. I felt I would do anything to share those same experiences. The build-up to my first day of secondary school was exhilarating. I had painted all these marvellous, glowing, vivid expectations for many years of how I believed it would be like. The morning of my first day I sprung out of bed, bright and early and prepared my school bag with all the new, sparkly, labelled stationeries that I could not wait to finally use; whilst being bombarded with information with what not to do at school by my two elders sisters. The day finally arrived. My parents dropped me and my two sisters outside the big, brass tall gates, where she waved me goodbye. I had a grin stretching from ear to ear as I walked into school with my sisters. It had rapidly daunted on me that my excitement and build up over the years was more related to fitting in with my sisters then relishing the benefits of starting a new a school. These experiences are vivid enough for me to recognise and identify with pupils who are experiencing the same feelings through a key life cycle transition in both in and outside school (Pianta and Cox 1999) particularly as they are undergo formal summative national testing (CATs Tests) in the first few week of ... ... middle of paper ... ... and Sass 2013) 1.5 Conclusion: The importance of strong assessment for learning and supportive teachers has been the key driver in shaping and nurturing my own growth intellectually and emotionally (Stiggins, 2002). Following my earlier difficulties in accessing assessment (Toping, 2009) during secondary education and my inability to naturally make instinctive correlations with self- assessment to improve upon (Bell and Cowie, 2001) has intrigued me to want to find out methods in bridging this area and develop my own personal practice and work to affect all pupils in being able to achieve their full potential within Design and Technology at Key Stage 3 (Black and William, 1998). My own personal experiences will undoubtedly influence my own judgements. I will therefore admit my own bias and aim to consciously adopt an objective view through this planned research.

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